Wednesday, November 30

Assigned homework for tomorrow in Chapter 3 handout.

Watched the Monty Python sketch, "The Argument Clinic," discussed actual definition of the term.
Reviewed the terms Claims of Fact, Claims of Value, and Claims of Policy.
Read the New York Times editorial "Felons and the Right to Vote."
Students annotated the editorial for claims of fact, value, and policy.
Groups met and attempted to reach consensus on claims within the article, and to see if there is a pattern in how they are used.

DUE DATES

FRIDAY, December 2: Glossary of Argument Terms vocabulary quiz.

HOMEWORK for Thursday, November 30

In your Chapter 3 packet, read pages 92--109, through the first activity.
Do the first activity, identifying logical fallacies.

Tuesday, November 29

Reviewed the identifying the arguable activity on page 86.

Groups wrapped up their mini-lessons on articles from The Atlantic and The New Yorker.

DUE DATES

FRIDAY, December 2: Glossary of Argument Terms vocabulary quiz.

Monday, November 28

Assigned homework in Chapter 3 handout packet: read pages 81--92 (stop after Quindlen essay). Do the activity on page 86.

Groups began presenting their mini-lessons on articles from The Atlantic and The New Yorker.

DUE DATES

FRIDAY, December 2: Glossary of Argument Terms vocabulary quiz.

Wednesday, November 23

This class short due to half day schedule.

Folk music as non-fiction: listened to Arlo Guthrie's 1967 performance of "Alice's Restaurant."

DUE DATES

FRIDAY, December 2: Glossary of Argument Terms vocabulary quiz.

Tuesday, November 22

Reviewed Part B of the Subjunctive packet.

Groups received copies of the articles they chose from The New Yorker and The Atlantic.
Reviewed and annotated will lead the class in analyzing after the break.
Groups planned their presentations.

Monday, November 21

This class short due to Two Hour Delay schedule.

REMINDER: Part B of the Subjunctive packet will be corrected tomorrow.

Groups chose articles from The New Yorker or The Atlantic to analyze and discuss with the class.

Friday, November 18

HOMEWORK: Do Part B of the Subjunctive packet.

Timed response to the 2016 AP analysis prompt.
COLLECTED essays for a unit test grade.

DUE DATES

FRIDAY, November 18: There will be a timed response to an AP analysis prompt.

Thursday, November 17

HOMEWORK: Do Part B of the Subjunctive packet.

Groups shared essays on the 2007 AP analysis prompt.
Representative essays were shared with the class; groups and class members identified strengths of the essays.

COLLECTED essays.

DUE DATES

FRIDAY, November 18: There will be a timed response to an AP analysis prompt.

Wednesday, November 16

Reviewed Part A of the Subjunctive packet.

Read, discussed, and annotated the 2007 AP analysis prompt.
Students began writing responses.  Due tomorrow in class!

DUE DATES

THURSDAY, November 17: Write an analysis essay on the 2007 AP essay and prompt.

Tuesday, November 15

Short class due to parent-teacher conferences.

Groups met, scored one another's and their own responses to the 2008 analysis prompt.
Presented selected essays to the class.
COLLECTED  analysis essays on the 2008 AP prompt.

DUE DATES

MONDAY, November 14: Write an analysis essay on the 2008 AP essay and prompt.

Monday, November 14

Short class due to parent-teacher conferences.

Groups met, shared and discussed responses to the 2008 analysis prompt.

DUE DATES

MONDAY, November 14: Write an analysis essay on the 2008 AP essay and prompt.

Friday, November 11

No school due to Veterans' Day.

DUE DATES

MONDAY, November 14: Write an analysis essay on the 2008 AP essay and prompt.

Thursday, November 10

Guidance presentation on College Week.
Groups met, continued discussing the 2008 analysis prompt.
Students brainstormed with their groups on prewriting to the prompt.

DUE DATES

MONDAY, November 14: Write an analysis essay on the 2008 AP essay and prompt.

Wednesday, November 9

Groups shared their representative essay with the class as a whole.
Discussed student essays.
Read and annotated 2008 analysis prompt.
Groups met, began discussing the prompt.

No homework tonight.

Tuesday, November 8

Warm up mini lesson on Verbs and Verbals.
Groups met to share their responses to the 2010 AP analysis essay prompt, noting:

• Does this essay discuss some of the obstacles Banneker faces to his purpose?
• Does it tie rhetorical strategies to overcoming those obstacles?
• Is it organized overall?

Groups chose one representative essay to share with the class as a whole.
Individuals scored their own essays, using the AP rubric.

No homework tonight.

Monday, November 7

Returned the re-done AP essays.
Individual students reviewed the 2010 AP analysis essay prompt, noting:

• What obstacles to his purpose does Banneker face?
• What strategies seem designed to overcome them?

Groups met to discuss the letter and their observations.
Groups reported to the class as a whole.

HOMEWORK: Keeping in mind our discussion of the letter, write an analysis essay responding to the prompt, due tomorrow at the start of class.

Friday, November 4

COLLECTED revised analysis essay.
Gave informal feedback on the re-done AP essays, shared potential pitfalls in writing I'm seeing in student essays.

Finished watching The King's Speech.

Distributed the 2010 AP analysis essay prompt.
Read aloud, discussed as a whole class confusing passages, unfamiliar vocabulary, and purposes.
Individual students annotated their copies with notes on rhetorical strategies used to develop the argument/support the purposes.

DUE DATES

FRIDAY, November 4: One  is due by the end of the school day.  (Do NOT use Google Docs; hand in a double space essay either hand printed or printed by computer.)

Thursday, November 3

COLLECTED re-do of Friday's AP analysis prompt.

Continued watching The King's Speech. (Now with -9:53).

DUE DATES

FRIDAY, November 4: One revised analysis essay is due by the end of the school day.  (Do NOT use Google Docs; hand in a double space essay either hand printed or printed by computer.)

Wednesday, November 2

Wrapped up discussion of Friday's AP analysis prompt.
Assigned writing a fresh response to the prompt for tonight's homework.  Due Thursday.

Continued watching The King's Speech.

DUE DATES

FRIDAY, November 4: One revised analysis essay is due by the end of the school day.  (Do NOT use Google Docs; hand in a double space essay either hand printed or printed by computer.)

HOMEWORK for Thursday, November 3

Working from a fresh draft (ie, without simply revising your previous answer) respond to the AP Analysis prompt from last Friday.

Do set a timer for 40 minutes--but do not feel obligated to be exact in your timing.

Tuesday, November 1

Returned scored AP analysis prompt; we will be postponing beginning the next unit for at least a week to improve performance on analysis essays.

The vocabulary quiz on terms of argument will be postponed at least until Friday, November 11.

Began discussion of purpose and rhetorical strategies in the prompt from Friday; for homework, students should review the essay, highlight any unfamiliar vocabulary, and also note any additional examples of rhetorical strategies they can see now that we have begun to discuss them together.

Continued watching The King's Speech.

DUE DATES

FRIDAY, November 4: One revised analysis essay is due by the end of the school day.  (Do NOT use Google Docs; hand in a double space essay either hand printed or printed by computer.)

Monday, October 31

This lesson taught by a sub in Ms. Bishop's absence.

Began watching The King's Speech.

DUE DATES

FRIDAY,  November 4: Revised analysis essay is due by the end of the school day.  (Do NOT use Google Docs; print or hand write on paper, on every other line.)